Lisa Sheldon Brown

eLearning

Design & Implementation

Research in Instructional Design and Learning Theory

While studying for my Master of Science in Education, my research focused on computer based instruction as my experience has been working with online resources that enhance students' understanding of traditional subjects in higher education.  The work allowed me a deeper insight how to best assist academic programs and instructors in their choice of eLearning materials, the delivery methods, and the implementation of the resources as interactive homework, independent labs, and virtual classes.


My professional work since has been devoted to researching best practices in the classrooms and in designing meaningful, effective learning experiences for students of all ages.  I've designed, developed, and maintain the Junior Test Pilot School which is an online, interactive program to help students understand test flight and the science, engineering, technology, and math that is a part of it.  The lessons are on the history and topography of Edwards Air Force Base, how things fly, G-Force, gravity, test pilots, and the effects of g-force on the human body.

The Air Force Flight Test Museum at Edwards Air Force Base -

STEM Educational Outreach Program


The document chronicles the research conducted on the efficacy of the Junior Test Pilot School that was created to teach STEM subjects to 3rd to 6th grade students.  Initial research revealed that 3rd to 6th grade was the optimal target age group to create a positive attitude and excite interest in learning STEM subjects.  The purpose of this program is to make learning fun and engaging for students in the elementary grades so that their expectancy of success and positive attitude in STEM subjects is raised while teaching about flight test. 

 

Published Work


Brown, L. (2015). The Effective Use of Learner Control In Designing Computer-Based Instruction. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (pp. 1711-1718). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).


Abstract

This research paper explores the benefits of using the strategy of learner control (LC) in computer-based instruction (CBI), analyzes the evidence and conditions of its efficacy, and proposes a model for designing effective learner control activities for CBI.   LC provides an opportunity to allow the student to construct his or her own learning and create a more meaningful learning experience.    When conditions of prior knowledge and clear instruction on the learner’s role in the process are taken into consideration by the instructional designer, learner controlled activities are appropriate and beneficial in computer-based learning instruction and can be aligned with most theoretical approaches in instructional design.



Brown, L. (2015). Case Study: Reporting on the Redesign of a F2F Lecture Course to Promote Community Learning and Increase Retention. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (pp. 1436-1442). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Abstract

This study reported on the successful redesign of a large, university level lecture course in Introductory Psychology from a traditional face to face (F2F) course into an active learning environment.  The lead instructor, Dr. Don Ehlers, adapted the SQ3R (Survey, Question, Read, Review, Recite) method of learning for the structure of his learning design. He included changing the seating of the class into groups, multimodal instruction, and incorporated computer based adaptive quizzing assignments.  The new design increased student engagement, student and learning retention, and excited meaningful learning through the application of social learning and problem based learning theory.  Through the initiation of the redesign to the fall of 2014 when the data in this case study was collected, not only did student test scores and student retention rates rise, but Dr. Ehlers’ reputation for having the best class on campus did as well.  In a student focus group of 80 students and an anonymous survey of 53 respondents, students overwhelmingly reported that Dr. Ehlers’ class was the most effective on campus.  


Brown, L. (November 2014). Case Study: Missouri State University.  Effective use of Launch Pad for Myers. Macmillan Learning 2015 Case Studies. Boston, MA: Macmillan Higher Education.


Brown, L. Case (December 2014). Study: Mira Costa College. Effective use of Learning Curve for Readers and Writers. Macmillan Learning 2015 Case Studies. Boston, MA: Macmillan Higher Education. http://macmillanhighered.com/Catalog/page/contentnew.aspx?Title=18077

 

Brown, L. (December 2014). Case Study: Cal Poly, San Luis Obispo – The Effective Use of Launch Pad for Krugman/Wells/Graddy. Macmillan Learning 2015 Case Studies. Boston, MA: Macmillan Higher Education.  http://macmillanhighered.com/Catalog/page/contentnew.aspx?Title=18077

 

Brown, L. (December 2014). Case Study:  California State University, Fullerton – The Effective Use of Launch Pad for O’Hair.   Macmillan Learning 2015 Case Studies. Boston, MA: Macmillan Higher Education.  http://macmillanhighered.com/Catalog/page/contentnew.aspx?Title=18077

 

Brown, L. (December 2014). Case Study: City College of San Francisco – The Effective Use of Learning Curve for Readers and Writers. Macmillan Learning 2015 Case Studies. Boston, MA: Macmillan Higher Education.


Brown, L. (January 2015). Case Study: San Jose State University – The Effective Use of Writer’s Help 2.0Macmillan Learning 2015 Case Studies. Boston, MA: Macmillan Higher Education.  http://macmillanhighered.com/Catalog/page/contentnew.aspx?Title=18077

 

Brown, L. (February 2015). Case Study: Palm Beach State College. Effective use of Learning Curve for Readers and Writers. Macmillan Learning 2015 Case Studies. Boston, MA: Macmillan Higher Education.  http://macmillanhighered.com/Catalog/page/contentnew.aspx?Title=18077


Online Resources and Content:

Efficacy and the Impediments for Implementation

 

In K-12 and higher education, published online content exists for use through the traditional and non-traditional publishing companies.  Many of these resources are at no additional cost to the school district or students; however, they have not been incorporated as was thought they would be.   The intent of the paper is to explore the efficacy of using online materials and the impediments that are present that have led to the delay in the ubiquitous implementation of them -- especially in the face of overwhelming evidence that their use can improve students' understanding and retention of subject matter.